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International Journal of Educational Evaluation and Policy Analysis

IJEEPA
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Published by Asosiasi Riset Ilmu Pendidikan Indonesia

ISSN : 30480833 EISSN : 30480841 DOI : 10.62951

Core Subject : Health, Education, Social,

Education Mathematics Public Health Social Sciences

The fields of study in this journal include the sub-groups of Educational Sciences, Social Sciences, Language and Literature, Sports and Health, Mathematics and Mathematics and Natural Sciences, Technology and Vocational Sciences, Educational Sciences and Arts

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 103 Documents

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Improving Clarity English Speaking Skill by Video Safety Instruction through Problem Based Learning (PBL) Imam Mudofir; Muhammad Taali; Muhammad Isa; Muhyiddin Aziz; Yulius Harry Widodo; Eda Maaliah; Muhammad Supriyanto; Jannatul Laily Noviabahari
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 4 (2026): October: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i4.538

The primary goal of this study, which started with clarity English-speaking score of 62, was to improve students' clarity English-speaking skills through video safety instruction adopting Problem-Based Learning (PBL) model. Employing the Collaborative Classroom Action Research Methodology, this study consists of four main stages, which are: planning, action, observation, and reflection. These phases were completed in discrete cycles. Two meetings are held in each cycle. A variety of tools were used to gather data, such as field notes to document classroom dynamics, surveys to assess students' opinions of PBL practice, and video safety instruction activities to gauge clarity English-speaking skill. Students enrolled in the State Polytechnic's D3 English Study Program in their second semester participated in this study. The results showed that students' clarity English-speaking skills significantly improved throughout the course of the two cycles. The overall score for Cycle I was 1,400, with an average of 70 and a 70% success rate. The overall score rose to 1,780 in Cycle II, with a89% success rate and an average of 89. This demonstrates a significant improvement in students' confidence and active participation in video safety instruction activities in addition to their numerical achievement. Additionally, there was a noticeable improvement in the PBL approach's skill to facilitate learning. The average effectiveness score increased to 89% in Cycle II from 70% in Cycle I. These results imply that combining organized discourse with PBL offers a successful strategy for improving students' clarity English-speaking skills. Additionally, it emphasizes how cooperative classroom action research can support reflective teaching strategies and long-term learning enhancement.

The Role of School Organizational Culture in Improving Teachers’ Learning Innovation Practices Trisia Loli Maulina; Yulita Pujilestari; Imas Masriah
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 4 (2026): October: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i4.546

This study aims to analyze the role of school organizational culture in enhancing teachers’ innovative teaching practices at Abadijaya 3 Public Elementary School in Sukmajaya District, Depok. The study employs a qualitative approach using a descriptive method. Data were collected through in-depth interviews, observations, and documentation, with informants including the principal, the vice principal for student affairs, representatives of homeroom teachers for grades 1–6, and other school staff. Data were analyzed through open coding, axial coding, selective coding, and thematic integration, and were reinforced through triangulation of sources and methods. The results indicate that the school’s organizational culture is characterized by a sense of community, cooperation, discipline, responsibility, professionalism, open communication, mutual respect, and openness to change. This culture is fostered through the principal’s leadership support, collaboration among teachers, professional development, supervision, evaluation, and opportunities for teachers to experiment with and adapt learning strategies. Innovative practices are manifested through varied teaching methods and models, the use of media and technology, active and contextual learning, and adaptations to students’ characteristics and resource constraints. Key findings indicate that organizational culture functions as a collaborative and adaptive ecosystem that supports the sustainability of learning innovation.

Internalizing Islamic Ecotheology through School Culture in Shaping Environmental Care Character Moh Ibnu Faruk Fauzi
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 4 (2026): October: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i4.550

The global environmental crisis, from climate change to waste accumulation, demands education that not only teaches ecological ethics but also instills them as learners' character. Islamic ecotheology offers a value foundation for this purpose, but its study in schools, madrasahs, and pesantren (Islamic boarding schools) remains scattered across single case studies and has not yet explained in an integrated way how school culture serves as a medium of its internalization. This study aims to formulate a conceptual model of internalizing Islamic ecotheology through school culture in shaping environmental care character. It uses a qualitative approach with a library research method following the steps of a systematic literature review. A total of 25 journal and proceedings articles published in 2014–2025 were analyzed thematically with source triangulation. The results show three recurring Islamic ecotheology principles, namely tauhid (unity of nature), khalifah (responsibility), and mizan (balance). These principles are internalized through three layers of school culture, namely cultural values, cultural artifacts, and cultural practices, with role modeling as the link and a three-stage process of value transformation, transaction, and transinternalization. The model is aligned with the SDGs 12, 13, and 15 agenda and with the Adiwiyata program and eco-pesantren. Teacher readiness, school policy, teaching materials, and partnerships determine its sustainability. This article contributes to the study of Islamic education and environmental education through a framework that links the theological foundation, school culture, and indicators of environmental care character behavior.

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Alfina Wildatul Fitriyah

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Alfina Wildatul Fitriyah

Contact Email garuda@apji.org

Phone -

Journal Mail Official Fatqurizki@apji.org

Editorial Address Jl. Nilam I No. 33, RT. 013, RW. 002, Kel. Sambiroto, Kec. Tembalang, Semarang, Provinsi Jawa Tengah, 50275

Location Kota semarang, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Contact Name
Alfina Wildatul Fitriyah

Contact Email
garuda@apji.org

Phone
-

Journal Mail Official
Fatqurizki@apji.org

Editorial Address
Jl. Nilam I No. 33, RT. 013, RW. 002, Kel. Sambiroto, Kec. Tembalang, Semarang, Provinsi Jawa Tengah, 50275

Location
Kota semarang,

Jawa tengah

INDONESIA